Learning Analytics for C21 Dispositions & Skills

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  • Another analytic afforded by semantic discourse of this sort concerns the degree to which users’ act as information brokers between others. Since connecting is an explicit, reflective act in Cohere, it is straightforward to count how many times learners create semantic connections between nodes authored by others (Figure 9).
  • Learning Analytics for C21 Dispositions & Skills

    1. 1. LEARNING ANALYTICS FOR C21 DISPOSITIONS & SKILLS Simon Buckingham Shum Knowledge Media Institute, Open U. UK http://simon.buckinghamshum.net @sbskmi http://net.educause.edu/eliweb121
    2. 2. L.A. FRAMEWORK TO THINK WITH… Discipline  knowledge  Educator  owns  and  manages  a  single  dataset   2
    3. 3. L.A. FRAMEWORK TO THINK WITH… Discipline  knowledge  Educator  owns  and  manages  a  single  dataset  Educator  owns  and  manages  mul2ple  datasets   3
    4. 4. L.A. FRAMEWORK TO THINK WITH… Discipline  knowledge  Educator  owns  and  manages  a  single  dataset  Educator  owns  and  manages  mul2ple  datasets  Learners  add  their  own  datasets   4
    5. 5. L.A. FRAMEWORK TO THINK WITH… Discipline  knowledge  Educator  owns  and  manages  a  single  dataset  Educator  owns  and  manages  mul2ple  datasets  Learners  add  their  own  datasets  Hybrid  closed  +  open  datasets   5
    6. 6. L.A. FRAMEWORK TO THINK WITH… Discipline  knowledge  Educator  owns  and  manages  a  single  dataset  Educator  owns  and  manages  mul2ple  datasets  Learners  add  their  own  datasets  Hybrid  closed  +  open  datasets  Hybrid  closed  +  open  analy2cs   6
    7. 7. L.A. FRAMEWORK TO THINK WITH… Discipline  knowledge  Educator  owns  and  manages  a  single  dataset   Focus of most LAEducator  owns  and   effortmanages  mul2ple  datasets  Learners  add  their  own   beginning to movedatasets   towards these moreHybrid  closed  +  open   complex spacesdatasets  Hybrid  closed  +  open  analy2cs   7
    8. 8. L.A. FRAMEWORK TO THINK WITH… Discipline  knowledge  Educator  owns  and  manages  a  single  dataset   Focus of most LAEducator  owns  and   effortmanages  mul2ple  datasets  Learners  add  their  own   beginning to movedatasets   towards these moreHybrid  closed  +  open   complex spacesdatasets  Hybrid  closed  +  open  analy2cs   http://solaresearch.org/OpenLearningAnalytics.pdf 8
    9. 9. L.A. FRAMEWORK TO THINK WITH… Discipline  knowledge   C21  Learning  Capaci5es  Educator  owns  and  manages  a  single  dataset   Focus of most LAEducator  owns  and   effortmanages  mul2ple  datasets   cri5cal  for  Learners  add  their  own   beginning to move learner  datasets   towards these more engagement,  Hybrid  closed  +  open   complex spacesdatasets   and  authen5c  Hybrid  closed  +  open   learning  analy2cs   9
    10. 10. LEARNING ANALYTICS FOR THIS?“We are preparing students for jobs that do not exist yet, that will use technologies that have not been invented yet, in order to solve problems that are not even problems yet.” “Shift Happens” http://shifthappens.wikispaces.com 10
    11. 11. LEARNING ANALYTICS FOR THIS?“The test of successful education is not the amount of knowledge that pupils take away from school, but their appetite to know and their capacity to learn.” Sir Richard Livingstone, 1941 11
    12. 12. ANALYTICS FOR… C21 SKILLS?LEARNING HOW TO LEARN? AUTHENTIC ENQUIRY? social capital critical questioning argumentation citizenship habits of mind resilience collaboration creativity metacognition identity readiness sensemaking engagement motivation emotional intelligence 12 12
    13. 13. L.A. FRAMEWORK TO THINK WITH… Discipline  knowledge   C21  Learning  Capaci5es  Educator  owns  and  manages  a  single  dataset   Focus of most LA More LA effortEducator  owns  and   effort neededmanages  mul2ple  datasets  Learners  add  their  own   beginning to move e.g.datasets   towards these more 1. DispositionHybrid  closed  +  open   complex spaces Analyticsdatasets   2. DiscourseHybrid  closed  +  open   Analyticsanaly2cs   13
    14. 14. Analytics forlearning dispositions 14
    15. 15. ELLI: EFFECTIVE LIFELONG LEARNINGINVENTORYWEB QUESTIONNAIRE 72 ITEMS (CHILDREN AND ADULT VERSIONS:USED IN SCHOOLS, UNIVERSITIES AND WORKPLACE)Buckingham  Shum,  S.  and  Deakin  Crick,  R.  (2012).  Learning  Disposi5ons  and  Transferable  Competencies:  Pedagogy,  Modelling,  and  Learning  Analy5cs.  Accepted  to  2nd  Interna*onal  Conference  on  Learning  Analy*cs  &  Knowledge  (Vancouver,  29  Apr  –  2  May,  2012).     15
    16. 16. VALIDATED AS LOADING ONTO7 DIMENSIONS OF “LEARNING POWER” Being Stuck & Static Changing & Learning Data Accumulation Meaning Making Passivity Critical Curiosity Being Rule Bound Creativity Isolation & Dependence Learning Relationships Being Robotic Strategic Awareness Fragility & Dependence Resilience 16
    17. 17. ELLI GENERATES A 7-DIMENSIONAL SPIDERDIAGRAM OF HOW THE LEARNER SEES THEMSELF Basis  for  a  mentored-­‐ discussion  on  how  the  learner   sees  him/herself,  and   strategies  for  strengthening   the  profile   Bristol and Open University are now embedding ELLI in learning software. 17 17
    18. 18. ADDING IMAGERY TO ELLI DIMENSIONS TOCONNECT WITH LEARNER IDENTITY 18
    19. 19. ELLI GENERATES COHORT DATA FOR EACHDIMENSION 19
    20. 20. …DRILLING DOWN ON A SPECIFIC DIMENSION 20
    21. 21. ENQUIRYBLOGGER:TUNING WORDPRESS AS AN ELLI-BASED LEARNING JOURNAL Standard Wordpress editor Categories from ELLI Plugin visualizes blog categories, mirroring the ELLI spider 21 21
    22. 22. ENQUIRYBLOGGER:COHORT DASHBOARD 22
    23. 23. LEARNINGEMERGENCE.NETmore on analytics for learning to learn and authentic enquiry 23
    24. 24. Analytics for learningconversations 24
    25. 25. DISCOURSE LEARNING ANALYTICS Effective learning conversations display some typical characteristics which learners can and should be helped to master Learners’ written, online conversations can be analysed computationally for patterns signifying weaker and stronger forms of contribution 25
    26. 26. SOCIO-CULTURAL DISCOURSE ANALYSIS (MERCER ET AL, OU) •  Disputational talk, characterised by disagreement and individualised decision making. •  Cumulative talk, in which speakers build positively but uncritically on what the others have said. •  Exploratory talk, in which partners engage critically but constructively with each others ideas.Mercer, N. (2004). Sociocultural discourse analysis: analysing classroom talk as a social mode of thinking. Journal of Applied Linguistics, 1(2),137-168. 26
    27. 27. SOCIO-CULTURAL DISCOURSE ANALYSIS (MERCER ET AL, OU) •  Exploratory talk, in which partners engage critically but constructively with each others ideas. •  Statements and suggestions are offered for joint consideration. •  These may be challenged and counter-challenged, but challenges are justified and alternative hypotheses are offered. •  Partners all actively participate and opinions are sought and considered before decisions are jointly made. •  Compared with the other two types, in Exploratory talk knowledge is made more publicly accountable and reasoning is more visible in the talk.Mercer, N. (2004). Sociocultural discourse analysis: analysing classroom talk as a social mode of thinking. Journal of Applied Linguistics, 1(2),137-168. 27
    28. 28. ANALYTICS FOR IDENTIFYING EXPLORATORY TALK Elluminate sessions can be very long – lasting for hours or even covering days of a conference It would be useful if we could identify where quality learning conversations seem to be taking place, so we can recommend those sessions, and not have to sit through online chat about virtual biscuitsFerguson, R. and Buckingham Shum, S. Learning analytics to identify exploratory dialogue within synchronous text chat. 281st International Conference on Learning Analytics & Knowledge (Banff, Canada, 27 Mar-1 Apr, 2011)
    29. 29. KMI’S COHERE: A WEB DELIBERATION PLATFORM ENABLING SEMANTIC SOCIAL NETWORK AND DISCOURSE NETWORK ANALYTICS Rebecca is playing the role of broker, connecting 2 peers’ contributions in meaningful waysDe Liddo, A., Buckingham Shum, S., Quinto, I., Bachler, M. and Cannavacciuolo, L. Discourse-centric learning analytics. 1st 29International Conference on Learning Analytics & Knowledge (Banff, 27 Mar-1 Apr, 2011)
    30. 30. DISCOURSE ANALYSISXerox’s  parser  can  detect  the  presence  of  ‘knowledge-­‐level’  moves  in  text:  BACKGROUND KNOWLEDGE: NOVELTY:   OPEN  QUESTION:  Recent studies indicate … ...  new  insights  provide  direct  evidence  ...   …  li[le  is  known  …  … the previously proposed … ...  we  suggest  a  new  ...  approach  ...   …  role  …  has  been  elusive   Current  data  is  insufficient  …  … is universally accepted ... ...  results  define  a  novel  role  ...    CONRASTING  IDEAS:   SIGNIFICANCE:     SUMMARIZING:  …  unorthodox  view  resolves  …   studies  ...  have  provided  important   The  goal  of  this  study  ...    paradoxes  …   advances   Here,  we  show  ...  In  contrast  with  previous     Knowledge  ...  is  crucial  for  ...   Altogether,  our  results  ...  indicate  hypotheses  ...   understanding    ...  inconsistent  with  past  findings  ...   valuable  informa2on  ...  from  studies    GENERALIZING:   SURPRISE:  ...  emerging  as  a  promising  approach     We  have  recently  observed  ...  Our  understanding  ...  has  grown   surprisingly  exponen2ally  ...   We  have  iden2fied  ...  unusual   Ágnes Sándor & OLnet Project:...  growing  recogni2on  of  the     The  recent  discovery  ...  suggests   http://olnet.org/node/512importance  ...   intriguing  roles  De Liddo, A., Sándor, Á. and Buckingham Shum, S. (In Press). Contested Collective Intelligence: Rationale, 30Technologies, and a Human-Machine Annotation Study. Computer Supported Cooperative Work Journal
    31. 31. NEXT STEPSSOCIAL LEARNING ANALYTICS: Develop this framework tointegrate social, discourse, disposition and otherprocess-centric analytics DISPOSITION ANALYTICS: Extendthe capabilities of the ELLI ‘learning power’ platform using real-time analytics data from online learner activity DISCOURSE ANALYTICS: human+machine annotation of written discourse and argument maps 31
    32. 32. IN MORE DETAIL…Social  Learning  Analy5cs  §  Buckingham  Shum,  S.  and  Ferguson,  R.  (2011).  Social  Learning  Analy5cs.  Available  as:  Technical  Report  KMI-­‐11-­‐01,  Knowledge   Media  Ins2tute,  The  Open  University,  UK.  h[p://kmi.open.ac.uk/publica2ons/techreport/kmi-­‐11-­‐01    Discourse  Analy5cs  §  De  Liddo,  A.,  Buckingham  Shum,  S.,  Quinto,  I.,  Bachler,  M.  and  Cannavacciuolo,  L.  (2011).  Discourse-­‐Centric  Learning  Analy5cs.   1st  Interna*onal  Conference  on  Learning  Analy*cs  &  Knowledge  (Banff,  27  Mar-­‐1  Apr,  2011).  Eprint:  h[p://oro.open.ac.uk/25829  §  Ferguson,  R.  and  Buckingham  Shum,  S.  (2011).  Learning  Analy5cs  to  Iden5fy  Exploratory  Dialogue  Within  Synchronous  Text   Chat.  1st  Interna*onal  Conference  on  Learning  Analy*cs  &  Knowledge  (Banff,  Canada,  27  Mar-­‐1  Apr,  2011).  Eprint:   h[p://oro.open.ac.uk/28955  §  De  Liddo,  A.,  Sándor,  Á.  and  Buckingham  Shum,  S.  (2012,  In  Press).  Contested  Collec5ve  Intelligence:  Ra5onale,  Technologies,   and  a  Human-­‐Machine  Annota5on  Study.  Computer  Supported  Coopera*ve  Work.  DOI:  10.1007/s10606-­‐011-­‐9155-­‐x.   h[p://www.springerlink.com/content/23n1408l9g06v062      Disposi5on  Analy5cs  §  Ferguson,  R.,  Buckingham  Shum,  S.  and  Deakin  Crick,  R.  (2011).  EnquiryBlogger:  Using  Widgets  to  Support  Awareness  and   Reflec5on  in  a  PLE  SeQng.  1st  Workshop  on  Awareness  and  Reflec*on  in  Personal  Learning  Environments,  PLE  Conference  2011,   11-­‐13  July  2011,  Southampton,  UK.  Eprint:  h[p://oro.open.ac.uk/30598  §  Buckingham  Shum,  S.  and  Deakin  Crick,  R  (2012).  Learning  Disposi5ons  and  Transferable  Competencies:  Pedagogy,  Modelling,   and  Learning  Analy5cs.  Accepted  to  2nd  Interna*onal  Conference  on  Learning  Analy*cs  &  Knowledge  (Vancouver,  29  Apr  –  2   May,  2012).  Working  drap  under  revision:  h[p://projects.kmi.open.ac.uk/hyperdiscourse/docs/SBS-­‐RDC-­‐review.pdf  
    33. 33. SUMMARY Discipline  knowledge   C21  Learning  Capaci5es  Educator  owns  and  manages  a  single  dataset   Focus of most LA More LA effortEducator  owns  and   effort neededmanages  mul2ple  datasets  Learners  add  their  own   mastery of core We need analyticsdatasets   knowledge and tuned to genericHybrid  closed  +  open   skills in training is capacities whichdatasets   vital, but no longer equip learners forHybrid  closed  +  open   sufficient novel challengesanaly2cs   33

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